Boudreault - The Benefits of Using Drama in the ESL/EFL Classroom The Internet TESL Journal Chris Boudreaultsolartrees [-at-] gmail.com(Lac La Biche, Canada) As an English teacher, I have often been amazed at how effective drama is to capture the attention of the students in the ESL/EFL classroom. Drama activities would sometimes have surprising and unexpected results. Introduction William Shakespeare claimed that All the world's a stage,And all the men and women merely players;They have their exits and their entrances,And one man in his time plays many parts,His acts being seven ages.As You Like It Act 2, scene 7, 139–143 If so, then maybe we need to use drama more in the schools. There are many studies about using drama to learn English. Benefits of Using Drama This is all very relevant information concerning using drama in the ESL/EFL classroom. Drama puts the teacher in the role of supporter in the learning process and the students can take more responsibility for their own learning. Drama Brings Literature to Life Drama as a Powerful Teaching Tool
Warm-ups, Games & Exercises | People and Chairs One of the things that I do when I bring improv into the world of social work and/or academia is an exercise that I now call “The Drawing Exercise.” I learned it from the wonderful Jess Grant (in a group rehearsal with a bunch of very awesome people). The exercise goes like this: The premise is that the group works to create a picture together: line-by-line, person-by-person. draw ONLY one line or mark at a timeno talkingmake your mark and then wait, facing the group, until someone takes the marker from youthe final drawing should appear drawn by one hand.find your ending; when the group feels the picture is complete, you agree to this (non-verbally) and stop drawing The group stands back about two meters from the paper, forming a semi-circle facing it. There are a ton of great things within this exercise, but for now I’m going to talk about making one mark at a time. Allowing for the ideas of others is an improvisational technique; not just allowing, but necessitating/obliging/enforcing.
There Is No Such Thing as THE Flipped Class The term "Flipped Classroom" is being thrown around a lot lately in both positive and negative light. I think the term is a bit ambiguous and does not fully do justice to all that is being done under the guise of the Flipped Classroom. My colleague, Jon Bergmann, and I have a book coming out soon that I hope brings clarity to what most of us mean by "The Flipped Classroom." In the mean time, I hope to shed some light on some of the confusion, critique, and hype. 1. A few years passed, our model morphed from content delivery via video, to a flex-paced mastery system and the name shifted to Reverse Instruction. Another year passed and we began to include elements of UDL and inquiry in our model. And then the "Flip" word was used. Here is the problem with the term "Flipped Class:" it implies version one of our screencasting model: that which used to be done in class is now done at home, and that which used to be done at home, is now done in class. 2006-2007 Live Recording 2007-2008 Flipped
Oefeningen | SAMEKH Op deze pagina vindt u improvisatie / compositie oefeningen, warm-uppers / energizers en focus-oefeningen. De oefeningen komen uit de muziek en theater (educatie)praktijk en worden gebruikt door vele makers tijdens workshops. Belangrijk om te vermelden is dat elke oefening gevarieerd en aangepast kan worden. Idealiter leert u deze oefeningen tijdens een training van een ervaren workshopleider. Door het delen van onze kennis willen we de muziekeducatie en -participatie in Nederland naar een hoger niveau tillen. Met alleen losse oefeningen ben je er natuurlijk niet. Alle oefeningen worden uitgevoerd zittend of staand in een cirkel, tenzij anders vermeld. Volg de Hand activatie / dirigeren / concentratie Instructie: ’doe mij maar na‘ : begin met snel wrijven van de handen op elkaar. Positioneer de handen vervolgens 30 cm uit elkaar, één hand onder, één hand boven en ‘bevries’. Breid uit met het overdragen van de leiding naar een deelnemer. Douchen activatie Instructie: ‘We gaan douchen.
A Look Inside - Flipped Posted By Meris Stansbury On February 9, 2012 @ 2:39 pm In Curriculum,eClassroom News,school reform,School Reform News,Top News | Teachers say that even though the pilot is over, they won’t go back to the old way of teaching. There have been many school reform trends over the past few years: student response systems, video games for math, mobile phones for learning—but none have completely transformed the notion of learning like the flipped classroom. Flipped learning [2], in essence, turns the idea of traditional classroom instruction on its head by asking students to watch videos of teacher lectures for homework, then apply the lesson with the teacher in the classroom. Using this method, proponents say, teachers have the opportunity to help students learn as individuals, and students can learn concepts more quickly. Watch Lake Elmo Elementary’s experience: One of the open houses took place at Lake Elmo Elementary School in Lake Elmo, Minn. And neither will students.
khan academy • ESL Techies Why the blended learning model is a good choice One of the latest trends in the education world is blended learning. So what is blended learning and how can it help English Language Learners? The term blended learning has been used in education for many years. It involves the integration of traditional classroom instruction and educational technologies and can take different forms. Nowadays, the newest model is the flipped classroom. In a flipped learning environment, the traditional format of in-class lectures followed by at-home student assignments is turned around or “flipped”. Another objective of this individualized approach is to empower students to direct their own learning by coming to class prepared to ask questions and problem solve with their peers after viewing the subject matter on their own. For English language learners the model has some obvious advantages. This brings me to the next and perhaps the most important advantage of the flipped classroom for ELLs.
The Flipped Classroom: Answering Obama’s Call For Creativity In Education As a sophomore and junior at Clintondale High School in suburban Detroit, Dominique Moody was barely squeaking by, getting Ds in geometry and algebra. He was not alone: two years ago, the average failure rate was 61% at the financially disadvantaged school, where three quarters of its 570 students qualify for free lunches. But last fall, everything changed. The school inversed its teaching model, assigning students short, instructional videos to watch before class and then, at school, helping them practice problems that ordinarily would have been assigned as homework. The “flipped classroom” at Clintondale might just be a way to implement President Obama’s call in his recent State of the Union Address to “grant schools flexibility to teach with creativity and passion; to stop teaching to the test.” Dominique, who likes math yet finds it daunting “because there are so many steps to remember,” appreciates slowing down videos while taking notes or replaying them as often as he likes.
Play and Affect in Language Learning Written by: Joel Bacha MATESOL / International Policy Studies candidate Educational Development Monterey Institute of International Studies Teaching English in Japanese elementary schools for four years allowed me to experiment with a number of music, game, and total physical response (TPR) activities. I found that students were more apt to participate in an activity if it incorporated playfulness and physical movement. The resulting intrinsic motivation seemed to stimulate students' affectively and give them the desire to learn. There was, however, skepticism among a few teachers when using play such as music, games, and TPR in the classroom. I occasionally experienced minor criticisms and heard comments such as, "How can students learn when they are having fun?" According to Cook (2000), trends in cognitive linguistics tend to concentrate on what is going on in the child's mind, following Chomsky; mainly focusing on the existence of some internal program. Intrinsic motivation Emotion
Ersoz - Six Games for the EFL/ESL Classroom The Internet TESL Journal Aydan Ersözaersoz [at] server.gef.gazi.edu.trGazi University (Ankara, Turkey) Well-chosen games are invaluable as they give students a break and at the same time allow students to practice language skills. This paper provides some sample games that can be used in the language classroom. Why Use Games Language learning is a hard task which can sometimes be frustrating. Some Advice Games should be regarded as supplementary activities. Game 1: Whisper Circles Aim: Speaking (using a whisper), pronunciation, listening, grammar (it takes ...to do ...)Notes:Divide the students into groups of 7 to 10.Choose one leader from each group. Game 2: Match and Catch the Riddle Game 3: Crazy Story Aim: Writing, reading aloud, listening, grammar (simple past tense, reported speech)Notes:Prepare sheets of paper with six columns which bear the following titles at the topWHO? Game 4: Missing Headlines Game 5: Find the Differences Game 6: The Secret Code Conclusion Bibiography BALOTO, F.
Play’s Unfortunate Reputation | Playborhood NOTE: This is the first of a three-part series on the value of play, by Robert Hess. The second article is entitled, Play and Learning, and the third article is entitled, Play Broadens and Deepens the Mind. Where did we get the notion that play and learning are incompatible? Consider the following widely held beliefs: “Play is the opposite of work” and “learning takes hard work.” If true, these would entail that to maximize learning, we must minimize play: The less we play, the more we will learn, and the more we play, the less we will learn. I will call this the “No-Play Dogma.” The No-Play Dogma, or something akin to it, appears to be at the core of our educational system and philosophy. Though the decline in play admittedly has other causes as well (e.g., more households with single-parents or two working parents, increased street violence, more traffic hazards, digital entertainment), the No-Play Dogma does strike me as the chief culprit.
Maria Montessori Maria Tecla Artemesia Montessori (Italian pronunciation: [maˈria montesˈsɔri]; August 31, 1870 – May 6, 1952) was an Italian physician and educator best known for the philosophy of education that bears her name, and her writing on scientific pedagogy. Her educational method is in use today in public and private schools throughout the world. Life and career[edit] Birth and family[edit] Italian 1000 Lire banknote (approx. 0.52 €) representing Maria Montessori. Montessori was born on August 31, 1870 in Chiaravalle, Italy. 1883–1896: Education[edit] Early education[edit] The Montessori family moved to Florence in 1873 and then to Rome in 1875 because of her father's work. Secondary school[edit] In 1883[6] or 1884,[7] at the age of 13, Montessori entered a secondary, technical school Regia Scuola Tecnica Michelangelo Buonarroti, where she studied Italian, arithmetic, algebra, geometry, accounting, history, geography, and sciences. University of Rome—Medical school[edit] Public advocacy[edit] 9–10.